1 / 29

What have we learned? What to do now? What to do next?

What have we learned? What to do now? What to do next?. Dirk Van Damme Head of CERI OECD/EDU. Outline . Preliminary remarks Observed impacts: Budgets Students Staff Institutions What to do now? What to do next?. Preliminary remarks.

cheryl
Télécharger la présentation

What have we learned? What to do now? What to do next?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. What have we learned?What to do now?What to do next? Dirk Van Damme Head of CERI OECD/EDU

  2. Outline • Preliminary remarks • Observed impacts: • Budgets • Students • Staff • Institutions • What to do now? • What to do next?

  3. Preliminary remarks • Main impact of the crisis on HE still has to come; we are at the very early stages • Budget 2010 will be crucial, but full impact of consolidation expected in the medium term • Steep rise in (youth) unemployment, will take a long time to come back to pre-crisis level • Economic stabilisation and mild recovery will not have major impact, except psychologically • Yet, nobody has seen such a crisis before • Need to research this crisis

  4. Deteriorating youth unemployment rate

  5. Preliminary remarks • Very diversified reality… • Effects are/will be manifold and complex • There will be winners and losers • Challenges and opportunities • Straightforward consequences and unexpected effects • Global and local, synchronized but with many differences between countries • Mixing up realities, perceptions and expectations • … will enormously defy the individual and collective capacity to change and adapt

  6. Preliminary remarks • How to look in a more ‘hygienic’ and scientific way to the crisis: • Distinguish perception and reality • Distinguish observed (“what is”) and desired/ undesirable (“what should”) facts and behaviour • One thing seems to be sure: it is unlikely that the effects of the crisis will be few and will disappear soon

  7. Observed impact: budgets • Public resources: Rapidly increasing state deficits and need for consolidation can lead to major cuts in public spending • UK: cuts announced/expected • US: many states cutting on HE spending while impact of federal stimulus package marginal • Unclear picture in most other countries • In some countries budgets increase as part of stimulus packages

  8. Observed impact: budgets • Increased competition with other major areas of public expenditure • Age-related and health • Environment • Demographic decline of young age cohorts may seduce governments to reduce budgets • But participation may not/should not decrease

  9. Scenario 1 = Status-quo Scenario 2 = Trend Source: CERI/OECD, 2008

  10. Observed impact: budgets • Private resources: Private income comes under severe stress, affecting spec. privately funded institutions • Sometimes spectacular drops in endowment income, donations, pension funds and annual giving • Tuition fees hit price ceiling (US) • Decrease in R&D contracts from industries

  11. Observed impact: budgets • For publicly funded institutions limited space to increase private resources (fees) • Will students invest/indebt with insecure return? • Political resistance to significant increase in tuition fees (Europe) • Investment strategies will suffer from more difficult access to credit

  12. Observed impact: budgets • Diversifying income will be major challenge • International, fee-paying (full cost?) students? • More competition for less research money • Expansion of further education, part-time programmes, non-degree provision and other atypical activities • Adverse effects: HEI’s capable in diversifying resources may be seen as not needing public support and offer excuse to governments to cut

  13. Observed impact: students • General expectation that demand will increase • Students postpone entry to labour market • Competitive disadvantage of entering labour market in times of crisis • Unemployed seeking to upgrade qualifications • Also employed in vulnerable sectors interested in reskilling in view of mobility • Lifelong learning to cope with innovation (recovery will include major restructuration) • Decreasing opportunity costs, but higher costs for students and households to participate

  14. Observed impact: students • Yet, some institutions will limit student intake • Shifting demand • From private to public • From international to domestic • Students’ expectations with regard to earnings and job prospects to be lowered to realistic levels • What is long-term impact of high youth unemployment on motivation and aspirations?

  15. Observed impact: staff • Serious challenges in staff policies • Senior staff may postpone retirement (<crisis in pension systems and private pension funds) • Increasing debate on tenure system • Some institutions may be obliged to lay off well-qualified staff, often junior and more productive • Such staff will enter the academic labour market • Will be willing to be very mobile • Increased competition may push down salaries • Increasing workload for (remaining) staff

  16. Observed impact: institutions • Institutional missions • Balance between research and teaching • Third mission under pressure? • But also opportunities to support local economy, innovative start-up business, technology transfer • Social mission and impact on society will become more important • Increasing demand to focus and prioritise institutional missions

  17. What to do now? • What not to do: • Because of its severity, speed and impact this crisis will not be surmounted by continuing ‘business as usual’, ‘let’s buy time’ or ‘wait and see’ approaches • Risks of overly defensive reactions and protectionist behaviour • Risk of being focused exclusively to short-term coping strategies • Risk of being misguided by false rumours, premature expectations etc. that may lead to inadequate behaviour

  18. What to do now? • One thing is certain: HEI’s don’t want to be the passively ‘impacted’ or the mere addressees of strategies and policies, but want to have an active role and voice • No top-down policies, but negotiated policies • Mutual trust in HE systems is essential • Need for a collective ‘sense of urgency’, moving beyond individual coping strategies to be hided from outside (competitors’) view

  19. What to do now? • Information and knowledge will be crucial • Speed of the crisis asks for rapid exchange of information • Institutional need for ‘intelligence’ on what governments and competitors are planning • OECD response: educationtoday lighthouse www.oecd.org/edu/lighthouse

  20. What to do now? • Institutional strategies • Business models, financing strategies and investment strategies should be looked at carefully • Contingency planning • Income diversification • Cost-saving measures • Impact on quality of raising staff/student ratio? • Public/private partnerships

  21. What to do now? • Institutional strategies • Attracting foreign students • Develop ‘knowledge cities/regions’ • Efficiency gains in mergers?, economies of scale? • Or engaging in alliances, synergies • But institutions are rather conservative, not well tuned to change

  22. What to do now? • Governmental policies • Increase scholarship and income-contingent student loan and grant programmes • Governments should stimulate participation in HE (‘better to have students than to have unemployed people’); marginal cost limited • Include knowledge & innovation investment in stimulus packages • More regulation can be expected, but institutions don’t want to return to regulation jeopardizing institutional autonomy

  23. What to do now? • Governmental and institutional: opportunities for efficiency gains and structural reforms • Efficiency in teaching and learning can be enhanced by innovative and more sophisticated arrangements, including use of technology (cfr distance education) • More cost-effective business models for undergraduate education? • Move towards more vocational programmes (flexibility, practical, but less apprenticeships) • New skills (financial education)

  24. What to do next? • Crisis and recovery are an opportunity… • To transform coping strategies in long-term strategic management • To enhance transformative capacity of institutions and HE systems • …but also a responsibility • Did universities fail in developing the right knowledge and skills? • To promote an economy not driven by greed but by social and ecological responsibility

  25. What to do next? • Crisis probably will increase awareness to invest in the knowledge economy • Changing minds from ‘coping with crisis’ to ‘preparing the post-crisis recovery’ which will a more innovative and knowledge-based economy • Countries will invest more during the crisis will gain a competitive advantage in the post-crisis recovery

  26. What to do next? • Crisis will amplify the call for accountability • Institutions to demonstrate what not only their output but also their outcomes and real impact are • And to demonstrate their added-value • Are current quality assurance arrangements capable of providing real transparency? • Need to strengthen legitimacy of HEIs

  27. What to do next? • Long-term effects and impacts • Will private and social return be impacted by the crisis? • Will HE still be the motor of social mobility and meritocracy? • Which types of skills will be needed and rewarded in the post-crisis knowledge economy? • 21st skills?

  28. Concluding • Once again universities will have to show their capacity for change in an increasingly demanding and competitive environment: “The longevity of the university is not a result of never changing – but rather a credit to its ability to evolve, adapt, and change over time” (Clark Kerr)

  29. www.oecd.org/edu/imhe www.oecd.org/edu/ceri Thank you !

More Related